John Port Spencer's Charles Haydn-Slater shortlisted for Tes Schools Award

What drew you to your particular subject, and how has your passion evolved over time?

I didn’t start my career in education, I actually began in the cosmetics industry, specifically in management. That often surprises people. I really enjoyed the job and was good at it; it was fast-paced, dynamic, and a lot of fun. But ultimately, it didn’t feel like the right long-term fit for me. When I was at school, I was often told by friends when I helped them revise that I’d make an excellent teacher. At the time, that felt like the least cool thing you could say to a teenager, so I dismissed it. I think that initial reluctance was actually a good thing; it gave me the chance to explore other industries and gain perspective. But over time, I realised that teaching wasn’t just a job I’d be good at, it was something I was meant to do. It’s the definition of a vocation for me, not just a career.

I was lucky to have an incredibly influential Head of Religious Studies when I was at school. He was engaging, relatable, and deeply respected. He gave me a kind of blueprint for the kind of educator I wanted to become. Then, early in my teaching career, I worked under an exceptional Head of RS who was my line manager. She was intelligent, hardworking, deeply passionate about her subject, and completely committed to the students. She modelled what subject leadership could and should be. As my own career progressed, their influence, alongside my own drive and work ethic, helped shape my path.

As a subject lead, what is your vision for your department, and how have you worked to bring that vision to life?

My vision for the department has always been to deliver an education that expands students’ horizons and helps shape them into thoughtful, compassionate, and globally minded citizens. I’ve always believed Religious Studies (Philosophy, Religion and Ethics (PRE), as we call it at John Port) is uniquely placed to explore the big questions and challenge students to think critically about the world around them. Unfortunately, our subject can sometimes be misunderstood as narrow or overly prescriptive, limited to learning about six major world religions. In reality, the scope of PRE is vast and rich, offering opportunities to explore everything from moral philosophy to global ethics, from cultural diversity to questions of identity and belief. My goal has been to push those boundaries, to make the subject dynamic and deeply relevant to the lives our students are living today.

We live in a time when misinformation, intolerance, and division are widespread, particularly on social media. As educators, we have a responsibility to equip students with the tools to think independently, to engage in respectful dialogue, and to uphold values of kindness, equality, and respect, all of which are at the heart of every major religion. More than ever, I believe PRE has a vital role to play in promoting critical thinking, social awareness, and empathy. Since joining John Port, I’ve worked hard with the support of a brilliant team to turn that vision into reality. One of the first things I did was conduct a pupil voice exercise to understand what students wanted from their PRE lessons. Their feedback was incredibly clear: they were hungry for real-world discussions, philosophical debate, and ethical dilemmas that felt meaningful and current. We used their ideas as a blueprint to rework the curriculum. As a result, our schemes of work now go far beyond the basics. Alongside studying major world religions, we explore Eastern philosophy, Mexican perspectives on the afterlife, the ethics of artificial intelligence, and even the paranormal - all within a framework that promotes SMSC and British values. Our aim has been to create a curriculum that is thought-provoking, inclusive, and intellectually rigorous. That work is now paying off. Student engagement is higher than ever, and we’ve seen significant increases in the number of pupils choosing PRE at GCSE, both this year and next. That growth is a testament to the power of listening to students and building a curriculum that genuinely resonates with them.

What does being nominated for the TES Subject Lead of the Year mean to you personally and professionally?

Personally and professionally, this nomination feels incredibly validating. I take my role very seriously and have always been driven by the example of great role models who inspired me to go above and beyond. While students may not always show their appreciation in the moment, most of us know that, deep down, they do value what we do for them. But, that’s why recognition like this means so much. To be shortlisted for a national award like this is something really special. It’s taken me some time to truly absorb how significant it is, but the more I reflect on it, the more grateful and proud I feel. I’m especially thankful to the John Port Spencer Academy for giving me the space, trust, and support to bring my vision to life. Without that supportive environment, this success wouldn’t have been possible. Their belief in me, and in the value of Religious Studies, gave me the confidence and freedom to innovate and lead the department forward.

Looking back, is there a particular moment or student success that you're especially proud of?

One of the moments I’m most proud of came shortly after I joined the John Port Spencer Academy. I inherited a GCSE Religious Studies cohort midway through their course - a group of very capable students who, unfortunately, were feeling unsettled and anxious due to the sudden change in teaching and expectations. Their target grades were high, but many weren’t meeting them, and I could see their confidence was slipping. I laid out a clear recovery plan. It involved a lot of independent study on their part and an overhaul of the curriculum materials on mine: tailored resources, strategic revision structures, and focused interventions to rebuild both knowledge and belief in their abilities. The results were extraordinary. In just half a year, 67% of the cohort achieved grades 7–9, with 33% of them achieving a grade 9. Considering where they began, this was a huge turnaround and a real testament to their resilience and willingness to trust the process.

That said, I find pride in the quieter moments of teaching, too. Whether it’s a student who’s finally started underlining the date and title without prompting, someone going out of their way to share an article they thought I’d find interesting, or a learner trying just a little harder than they did the week before, those are success stories in their own right. Teaching is full of these moments, both large and small. And for me, they’re all meaningful. I’m proud of the big data wins, but equally proud of the small acts of growth and effort.

What advice would you give to aspiring subject leaders in secondary education?

If I could offer any advice to aspiring subject leaders, it would be to first remember why you’re doing it, your subject, your students, and the belief that what you’re teaching matters. Subject leadership isn’t about control; it’s about creating an environment where your team feels empowered, and where the curriculum truly serves the needs of your learners. One thing I’ve learnt is that having a clear vision is absolutely key. You need to know what you want your subject to achieve in your school, what it’s offering beyond just ticking boxes. For me, Religious Studies has always been about broadening perspectives and helping students become thoughtful, kind, and critical members of society. That kind of vision gives real purpose to everything else: your curriculum planning, your CPD sessions, even the way you structure your assessments.

At the same time, you have to be open to collaboration. You’ll get nowhere fast if you’re not ready to listen to staff, to students, to parents. When I started reshaping our curriculum, one of the first things I did was ask the pupils what they wanted to learn. Their feedback actually formed the basis for a lot of what we now teach, and I think that’s part of why it’s been successful - it was built with them, not just for them.

I also think it’s important to recognise that leadership doesn’t mean having all the answers. It means being willing to keep learning, to accept feedback, and to model the kind of curiosity and resilience you want your team and your students to develop. Some of the most impactful leaders I’ve worked with weren’t the loudest voices in the room, they were just consistent, honest, and deeply invested in doing the best they could.

Most of all, I’d say keep your integrity. Don’t lose sight of your values in the noise. In education, there will always be pressures (data, outcomes, inspections) but none of that should come at the cost of a meaningful, inclusive, and inspiring education for the children in your care. If you lead with compassion and clarity, the rest tends to follow.

Congratulations Charles and good luck!